You will use the following sentence starter for your component: I believe that the implementation of _(Instructional Approach/skill) in my professional practice represents distinguished level performance in Domain 1, Planning and Preparation, Component __ because…..
Component
2a: Creating an environment of respect and rapport
I believe that the implementation of mentoring and coaching in my professional practice represents distinguished level performance in Domain 2, The Work Environment, Component a, Creating an Environment of Respect and Rapport because this requires the instructional specialist to be a mentor and a coach. If respect and rapport are not present, then the instructional specialist will not be able to work effectively with teachers. In order to build trust and rapport I take on the role of mentor, first. For my initial classroom visit, I am there as an impartial observer. I listen, and make suggestions. The teacher and I will discuss areas of strength and areas of need, what went well and what didn't and why. After that first visit, I will review my notes and our conversation. I will reflect on the instructional models I observed. I will make a follow up meeting to talk about what I observed - specifics that need strengthening (i.e. classroom management, guided reading lesson format, integration of content into reading, etc.) . Now my role as coach begins - looking at ways to help improve the teacher's instructional performance. Gayle Kelley
I believe that the implementation of the process I designed for creating and updating the high school reserved book list in my professional professional practice represents distinguished level performance in Domain 2, The Work Environment, Component A because of the collaborative interaction that led to the finished product. When I first began the work of creating the high school reserved book list, teachers were apprehensive. They felt something was being imposed on them, and the fear underlying angst was evident in conversations with teachers. In order to allay these fears, we brought high school teachers from all the high school programs together by grade-level to draft the lists. I created a chart in word that listed all the high schools across the top. Each teacher then entered the titles they taught into the chart. If a title was already there, other schoos only needed to place an X in the box under by their school. In this way the process was collaborative in that teachers created the reserved list themselves. Where there were commonalities, teachers agreed those titles needed to be reserved for that grade level. Teachers were able to buy into the process, since they were able to see the list coming to fruition in front of their very eyes. When the final list was released, teachers felt that it was something of their own creation rather than something given to them by the district office. Also, instead of revising the list every few years, we revise it on a continuing basis. Teachers may suggest titles for review for the book list at any time, and the titles are reviewed by a group of their peers. In this way, teachers feel that they are being heard and that they play a large role in determining the what goes on the district's reserved booklist. I believe the experience of navigating the most effective way to create and update the high school reserved list effectively created an environment of respect and rapport because I was able to find a way to teachers ownership of a product that would impact the entire school district. This represents distinguished level performance in that I was able to build a spirit of collaboration around a project that teachers were initially hesitant to participate in. I listened to their apprehension and was able to frame to project in a way that fostered collaboration and trust. Paula Lamina
@Paula. I think your process for creating the high-school reserved book list meets the distinguished criteria: "Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project." As you pointed out, you were able to create a product that impacted the entire district with teacher participation. Sharon Ruggieri
2b: Establishing a culture for learning
I believe that the implementation of the Office of Assessment Blackboard site represents a distinguished level of performance in Domain 2 Classroom Environment, Component B because it aids the instructional specialist in creating a culture for learning. The Blackboard site was designed to help school test coordinators in three ways: as a resource to their school testing, as a model for how testing should be accomplish, and as an area that they can share practice with their colleagues. It is designed to help them learn the materials that they need to know, to see examples of what they need to know and use, and to share their successes with their peers. I believe that the training I received in Blackboard has given me the tools to implement the site. But more importantly, the training that I received through the various leadership programs has taught me to listen to those in the field, to make continual adjustments to the supports that I offer, and create supports that will be user friendly and more importantly, used.
Peter Weilenmann
2c: Managing classroom procedures
I believe that the implementation of a wee long History Alive workshop in my professional practice represents distinguished level performance in Domain 2 Classroom Environment, Component C because this is a multifaceted workshop. I am organizing materials in lessons for teachers in grades K-12 in all areas of history. Each day there are at least 3 immersions and debriefing has to occur to meet the needs of the teachers at each grade level. Additionally, in a workshop attended by teachers, it is important to keep a pace that will keep teachers engaged. This involves very strategic planning of how the classroom will be set up and how the workshop will progress. Cathy Hix
@Cathy, I think this would be scored distinguished because you are providing instructional support on a fundamental instructional approach in your content area. As you mention this involves the management of materials and supplies that you handle for the entire district. I also think this would be an example distinguished practice under domain 1, planning and preparation, component d because you take the lead in structuring the materials, lessons, and resources for a workshop that impacts teachers across the district. Paula Lamina
@Cathy, I agree with Paula and would also add this qualifies as distinguished in Domain 3 Delivery of Service, 3c, Model lessons, workshops, and study groups. You are presenting the materials and resources as well as structuring and pacing the workshop to meet the needs of the participants. Gayle
2d: Managing student behavior
I believe that the implementation of Cultural Competence training and knowledge of cross-cultural psychology (Instructional Approach/skill) in my professional practice represents distinguished level performance in Domain 2, The Classroom Environment, Component 2d managing student behavior because it establishes a student-teacher rapport that facilitates learning. In such a warm rapport students feel valued, and stress which can interfere with cognitive processing is reduced. Evidence for this environment can be found in the lack of office referrals, the peer interactions and the ability of students to self correct inappropriate behavior.Sharon Ruggieri
@Sharon, clearly cultural competence falls under Domain 2 classroom/work environment. Other evidence might be videotaping teacher-student interactions and student-student interactions. Communication is a key indicator in cultural competence - verbal to nonverbal. Gayle
Domain 2 The Classroom Environment
You will use the following sentence starter for your component:I believe that the implementation of _(Instructional Approach/skill) in my professional practice represents distinguished level performance in Domain 1, Planning and Preparation, Component __ because…..
I believe that the implementation of the process I designed for creating and updating the high school reserved book list in my professional professional practice represents distinguished level performance in Domain 2, The Work Environment, Component A because of the collaborative interaction that led to the finished product. When I first began the work of creating the high school reserved book list, teachers were apprehensive. They felt something was being imposed on them, and the fear underlying angst was evident in conversations with teachers. In order to allay these fears, we brought high school teachers from all the high school programs together by grade-level to draft the lists. I created a chart in word that listed all the high schools across the top. Each teacher then entered the titles they taught into the chart. If a title was already there, other schoos only needed to place an X in the box under by their school. In this way the process was collaborative in that teachers created the reserved list themselves. Where there were commonalities, teachers agreed those titles needed to be reserved for that grade level. Teachers were able to buy into the process, since they were able to see the list coming to fruition in front of their very eyes. When the final list was released, teachers felt that it was something of their own creation rather than something given to them by the district office. Also, instead of revising the list every few years, we revise it on a continuing basis. Teachers may suggest titles for review for the book list at any time, and the titles are reviewed by a group of their peers. In this way, teachers feel that they are being heard and that they play a large role in determining the what goes on the district's reserved booklist. I believe the experience of navigating the most effective way to create and update the high school reserved list effectively created an environment of respect and rapport because I was able to find a way to teachers ownership of a product that would impact the entire school district. This represents distinguished level performance in that I was able to build a spirit of collaboration around a project that teachers were initially hesitant to participate in. I listened to their apprehension and was able to frame to project in a way that fostered collaboration and trust. Paula Lamina
@Paula. I think your process for creating the high-school reserved book list meets the distinguished criteria:
"Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project." As you pointed out, you were able to create a product that impacted the entire district with teacher participation. Sharon Ruggieri
Peter Weilenmann
@Cathy, I think this would be scored distinguished because you are providing instructional support on a fundamental instructional approach in your content area. As you mention this involves the management of materials and supplies that you handle for the entire district. I also think this would be an example distinguished practice under domain 1, planning and preparation, component d because you take the lead in structuring the materials, lessons, and resources for a workshop that impacts teachers across the district. Paula Lamina
@Cathy, I agree with Paula and would also add this qualifies as distinguished in Domain 3 Delivery of Service, 3c, Model lessons, workshops, and study groups. You are presenting the materials and resources as well as structuring and pacing the workshop to meet the needs of the participants. Gayle
@Sharon, clearly cultural competence falls under Domain 2 classroom/work environment. Other evidence might be videotaping teacher-student interactions and student-student interactions. Communication is a key indicator in cultural competence - verbal to nonverbal. Gayle
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